Anecdote – Subjected to censorship – a rebel in school

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Subjected to censorship

I had a great relationship with the boys. I had more in common with them than most of the staff. It caused a bit of a stir. The staff had a separate table but I sat with the students.

I ran clubs, played soccer and tennis and generally interacted. It did not adversely affect my discipline in the classroom. Far from it. My classroom buzzed. Education is about relationship. I was building good healthy relationships based on mutual respect – not fear. I had no need to keep my distance. I could share my life with the students as any other adult might. They were in school to learn. I was there to teach and I felt that I had a lot to impart.

My main aim was to encouragement them to think for themselves and enjoy learning. A simple philosophy – question everything – explore – find the wonder.

Some of the students were putting together a magazine and I was asked to contribute.

That was great. I had written a number of books, short stories and poems. I was happy to contribute.

I wrote a story. It was all very stream of consciousness, Kerouacish but with a Philip K Dick Sci-fi twist. I liked it and the kids loved it. There was a bit of social satire for them to get their teeth into.

Before it was published it had to go to the Headmaster for approval. He was not keen on my social satire. Indeed he took exception to it.

A little delegation of students appeared at my door. They were in high dudgeon. The Headmaster had instructed them to remove my story and told them that it was not suitable for the magazine. The kids found it infuriating. I found it amusing.

There was talk about refusing to publish the whole magazine. There was discussion about starting a petition. I talked them down. There was no sense in creating a world war out of a skirmish. The times would win through. The old guard had had their day; they just didn’t know it yet.

I submitted another story. It was very apt. It concerned a factory for making pointless pieces of brightly coloured plastic. They had no purpose but could be joined to make pointless ornaments. It became a craze. Everyone was collecting the pieces of plastic and making gaudy rubbish. It was a commentary about the trivial nature of most of the ca[pitalist system. I wanted to see how that might go down with the Head.

In the end the students were torn between substituting the new story, which they liked, or pulling the whole magazine.

In the end they arrived at a compromise. They removed my story and left a big blank space where it had been. They printed CENSORED in big diagonal writing across the pages.

I liked it. I had never been censored before.

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Anecdotes – paperback just £6.95  Kindle – just £1.99 or free on Kindle Unlimited

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More Anecdotes – paperback just £7.29  Kindle – just £2.12 or free on Kindle Unlimited

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My other books are also available. There is some unique to suit most tastes if you like something thought provoking and alternative.

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Poetry – the exam machine – the factory machine

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The Exam Machine

As our schools continue down the path to achieve factory status and our children become units to be slotted in the machine I wonder how this will meet the needs of the modern world.

Each school will become a self-contained business, worshipping on the altar of flawed international PISA tables.

The religious fundamentalists and big business are keen to get in on the academy act. They do not have to employ qualified teachers. That’s fine when all you are doing is getting the poor mites to recite medieval verse or learn how to stack a shelf; it cuts running costs.

The government loves this academy business. They can farm out a lot of the costs to those people, whoever they are, who are dying to get their hands on our children. As a bonus they can zoom up the PISA tables, break the teacher’s pay and conditions, wrest control of schools away from commie county halls and parents, and appeal to nostalgia where previous generations were terrorised and fed boring drivel to regurgitate.

It’s a race back to the fifties with knowledge based exams. Because what we need now are kids who can recite facts. I know all facts and knowledge are readily available at the push of a phone key but regurgitating them is fun. We don’t really need any of those namby pamby social skills, teamwork, qualities, creativity, lateral thinking or all those useless subjects like music, art, ICT, history, drama or geography. Double doses of Maths and English are all that’s required.

We can employ ex-soldiers to control the bored lovelies as they progress through the tedium.

Besides – they are only state school kids. Anyone with anything about them pays so that they don’t have to kow-tow to Ofsted or follow all this rubbish. The Public School kids are the ones that really count.

 

The Exam Machine

Putting my kid through the exam machine –

A number in a box.

I’m proud she a fine statistic,

But she’d better pull up her socks.

She cannot let the side down;

She got to learn

To take the knocks.

 

There is no time for fun

In the shadow of the exam factory,

No skills, partnership

Or room for creativity.

 

They sit in lines

To learn the goods,

Raising standards

On the way.

As they tick the box

When you test them

They have all the rote

Things to say.

 

Opher 26.3.2016

These are a couple of other of my poetry books.

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If you enjoy my poems or anecdotes why not purchase a paperback of anecdotes for £7.25 or a kindle version for free.

http://www.amazon.co.uk/Anecdotes-Weird-Science-Writing-Ramblings/dp/1519675631/ref=sr_1_3?s=books&ie=UTF8&qid=1457515636&sr=1-3&keywords=opher+goodwin

Or a book of poetry and comment:

Rhyme and Reason – just £3.98 for the paperback or free on Kindle

http://www.amazon.co.uk/Rhymes-Reason-Opher-Goodwin/dp/1516991184/ref=sr_1_4?s=books&ie=UTF8&qid=1457515636&sr=1-4&keywords=opher+goodwin

My other books are here:

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A set of books you’ll want to own! Opher’s unique collection!

Yes – there are thirty titles ranging from the wonderful to the incredible. A range of topics to suit every mood and taste. You’ll love them! I have coated the sleeves with glue. I guarantee you can’t put them down!

Why not buy an Opher book today? There is nothing quite like it!

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If you enjoy my poems or anecdotes why not purchase a paperback of anecdotes for £7.25 or a kindle version for free.

http://www.amazon.co.uk/Anecdotes-Weird-Science-Writing-Ramblings/dp/1519675631/ref=sr_1_3?s=books&ie=UTF8&qid=1457515636&sr=1-3&keywords=opher+goodwin

Or a book of poetry and comment:

Rhyme and Reason – just £3.98 for the paperback or free on Kindle

http://www.amazon.co.uk/Rhymes-Reason-Opher-Goodwin/dp/1516991184/ref=sr_1_4?s=books&ie=UTF8&qid=1457515636&sr=1-4&keywords=opher+goodwin

My other books are here:

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Poetry – Money down the drain – a poem about the insanity of war and religion.

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Money Down the Drain

Everywhere I go around the world it is the same story. There are citadels, fortresses and castles, an arms race, defences, warfare and violence.

Most of our resources are put into war and weaponry.

All over the world we are building civilisation and knocking it down. We squander all our resources. We burn and destroy.

Everywhere I go around the world it is temples, mosques, synagogues and cathedrals, as each religions tries to outdo its rivals in lavish splendour; as if they need to prove their story is the best. It must be right because you only have to look at the wonder of that huge edifices built in whichever god’s name.

The hours spent in worship. The sacrifices made.

We never learn from history.

Germany and Japan, reduced to rubble, rose as pacifist States who, instead of squandering their resources on armies and weaponry, put their wealth into their economy.

Once we have outgrown the primitive notions of tribal nations and superstitious religion, we can begin to build the glorious architecture and art of the future.

It is time for us to think globally – one people – one world – one solution.

A world governed rationally. Our resources used to solve problems instead of creating them. An end to hatred, racism, sexism and poverty.

A global protection of the environments, peoples’ rights and freedoms.

We need to stop throwing money down the drain. We need to stop the power-mad religious leaders and politicians leading us into division, hatred and war.

One world – one people – one solution –

 

TOGETHER.

Money Down the Drain

 

Fortresses missiles and castles,

Armies, tanks and planes –

What a waste.

 

Armour, bows, lances and bombs,

Nations, tribes and religions –

How stupid.

 

Instead of working together

To solve problems,

To build a better world,

We channel our resources

Into war,

Into defence,

Into hatred, worship and violence.

How ridiculous.

 

Power and politics,

Deceit, territory and ownership;

Rhetoric and rabble rousing,

Fascist supremacy –

How sad.

 

Why don’t we put all of the rubbish aside

And use our energies for better purposes?

 

Opher 29.1.2016

If you enjoy my poems or anecdotes why not purchase a paperback of anecdotes for £7.25 or a kindle version for free.

http://www.amazon.co.uk/Anecdotes-Weird-Science-Writing-Ramblings/dp/1519675631/ref=sr_1_3?s=books&ie=UTF8&qid=1457515636&sr=1-3&keywords=opher+goodwin

Or a book of poetry and comment:

Rhyme and Reason – just £3.98 for the paperback or free on Kindle

http://www.amazon.co.uk/Rhymes-Reason-Opher-Goodwin/dp/1516991184/ref=sr_1_4?s=books&ie=UTF8&qid=1457515636&sr=1-4&keywords=opher+goodwin

My other books are here:

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Tory Governments appalling mismanagement of education More academies? No Thanks!!!

A passion for education cover

It started with the Dark Force of Gove and continues at a rapid pace. They have created a system where results are the only thing of worth. It is narrow, knowledge based, divisive and a disaster. This is what they are creating:

  1. A fifties based emphasis or knowledge and nothing else
  2. A narrow curriculum created by the baccalaureate
  3. The abandonment and decimation of creative subjects (Art, drama, music)
  4. The use of Ofsted as a political tool to hammer teachers
  5. The introduction of free schools with no need for qualified teachers (On the cheap)
  6. The introduction of Academies with Faith groups and Big Business muscling in (Creationists, Fundamentalists and right wing lunatics)
  7. Forcing teachers to follow a strait-jacket of a three-part lesson model enforced by Ofsted – forcing out all forms of eccentricity, different classroom practice and flair – all to be poured into the same boring mould.
  8. Putting child centred education on the scrapheap
  9. ICT and skills are no longer valued – only knowledge is deemed important
  10. Teachers work conditions, pensions and pay has been decimated.
  11. A divisive system of winners and losers where a good proportion of our children are consigned to the scrapheap (streaming, exam failure and pass/fail strategies)
  12. Gone is the caring, support, the effort scores and valuing of all. The ones who cannot perform are hammered and then abandoned.

A nightmare of uniform sausage factories – machines of misery who pressurise and bore our children to death.

The result is that good teachers, overworked, undervalued and underpaid, are leaving in droves.

Education is increasingly in the hands of outside groups (Creationists, Islamic organisations, Big Business) who are willing to put money in in order to get their hands on our children.

All is judged on the narrow criteria of exam results. Nothing else matters.

But hey – that’s alright! Those of worth will send their kids to Eton and Harrow. Who cares about the rest? They are only job fodder.

As a successful Headteacher of an outstanding Secondary School – read how it should be done. A book that has been described as the most important book on education since Summerhill:

Opher Goodwin – Writer – Please check out my books

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I write a wide range of books – Rock Music, Sixties, Sci-fi, Poetry, Environment, Art, Education, Beat, Novels, Antitheism.

I am unique. Nobody writes like me. I am outspoken and fun. Why not check my books out on Amazon. They are available in paperback and as kindle.

Check them out on the link  – all available on Amazon.

 

Shortage of teachers – It couldn’t be due to the draconian government policy, could it?

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As a Headteacher I caught the beginning of this government’s disastrous policies regarding education. Mr Gove sent us careering back to the 1950s with an outdated knowledge-based approach. The curriculum was narrowed, syllabi limited and children put through a narrow range of tests like pegs in a slot. What comes out the other end are sausages out of a machine. Forget skills and qualities. Forget values. Forget the whole child. All that matters are crude exam results.

Teachers were reduced to cogs in a machine. They were trained to teach in one way only. All flair, individuality and enjoyment went out the window. The three part lesson was raised on the altar and worshipped with the clipboard.

Then the pressure was put on. Pay was cut, conditions of service worsened and pensions slashed.

The workload was made monstrous. The marking regime created hours of extra tedious work. The average teacher is swamped with work. They are trying to cope with sixty hour weeks where their whole life is consumed by work.

I have relatives in teaching. They either are reducing their hours, giving up responsibilities or looking for a way out (abroad, part-time, private schools, or early retirement).

They are worn out, fraught, demotivated and see no satisfaction in the career.

It is an unmitigated disaster.

a. When we look back at the teachers who inspired us they were the ones with flair, eccentricity and who were interesting. The ones with time for us. That is being battered out of teachers in the modern military style, one size fits all.

b. No two children learn in the same way. The uniformity of the teaching mechanism will fail them. What we need is variety. More of the same is boring.

c. What society needs are skills and qualities. The modern world has knowledge at its finder-tips. Knowledge has been downgraded (it is still important but nowhere near as important). We need to train students to cooperate, work as a team, use IT, develop technology and scientific skills, value creativity, be tolerant, be trustworthy, caring and tolerant, be good at solving problems and be great at lateral thinking. Our strength as a nation lies in our inventiveness and skills.

d. The international education (PISA) tables used to bludgeon us are so narrow as to be ridiculous. Why cram kids, like Japan and Korea, to memorise pointless facts. That is not education.

This rigid 1950s model is a disaster.

Teachers have been castigated by the Tory media. I despise the lies – no child left my school unable to read, write or lacking in basic maths skills, no matter how disadvantaged they were.

It is no wonder that teachers feel unloved and morale is through the floor. What is there to attract anyone in?

Anecdote – The 11+ Interview

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The interview

My Primary School was situated in a big house. Half was divided up into three classrooms and a communal room, which was equipped with a piano for music and singing. The back yard was tarmacked and used as a playground and for PE. We weren’t allowed to run in that yard in case we fell over and grazed our knees. That was pure murder for me. I was a ‘lively’ boy whose normal mode was ‘full speed’. The rest of the house was off bounds. It was the Headmistresses’ home. Miss Gates was old, wiry and shrivelled as if she had been dried out in a mean wind. She was so ancient that we wondered how she could possibly still be alive yet alone maintaining such vigour. For vigour she had in plenty. She patrolled the corridors with fearsome strides and brought the edge of her ruler down on your knuckles with venom. Yet that mummified tyrant unbelievably actually had a mother who she cared for in that other part of the house.

None of us had been there. What was behind those doors remained unglimpsed. In our minds it was the den of the dragon.

Yet it was to these rooms that we were directed for our interviews. Billy went in first and I sat outside on my own staring at the door and wondering what was the other side.

Finally I was ushered in by the Headmistress in a stern, matter-of-fact manner. Inside the room there were three interviewers and a solitary chair in the centre of the room. They sat apart with clipboards, watching me. I was motioned to sit down on the chair. I was tiny and dressed up in my best uniform. I sat on the chair with feet dangling and nervously looked from one to the other. They asked me questions and I stammered my answers. I have no recollection of what was asked. All I remember is having to turn from one to the other. They were sitting so far apart, in corners of the room, that I could not see the others while I answered any one of them. I could feel their eyes on me though. I could see them scribbling notes.

Then it was over.

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Anecdote – the 11+ results – a bad day at the office

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The 11+ results

I do not remember if I knew when the results were coming out. Sufficient time had gone for that fog to have receded into the past. Life at school had followed the same pattern.

My school was tiny. There were only the four of us in my year group. We shared a classroom with two year groups. On results day the Headmistress came in. She looked stern. The whole room was silent. She held a piece of paper in her talons.

She stood at the end of the table with Miss O’Bourry, our French teacher, standing to her side.

‘Ann,’ she said. ‘You have passed.’

Ann’s eyes lit up. The other three of us were thrown into a bewildering flood of emotions.

My world collapsed as my mind went inward with all those tales of that Secondary Modern with its pitched battles. I couldn’t imagine what my parents would feel.

‘Ann,’ Miss Gates said. ‘You may go home and tell your parents the good news.’

Ann gathered her things and left looking gleeful. We sat glumly feeling vacuous. My stomach was churning.

She then turned her attention to the three of us. She coldly informed Billy and me that we had interviews and Liz that she had failed. We were not invited to go home to tell the good news to our parents. It was quite apparent that we had let the side down.

Miss Gates turned and stalked out.

Anecdote – The day of the 11+ exam – a day of magic and fear.

The day of the 11+ exam

I was far too young to appreciate the full importance of the exam. A ten year old boy does not have the brain development to look far into the future. Yet I could tell that it was crucial because of the tension. I’d picked up on the conversations. I’d heard the stories of the local Secondary Modern. Apparently there were pitched battles, blood and warfare on a daily basis. It was a place to dread. To go there was terminal.

My parents’ fear was palpable. I knew they had high hopes and big expectations. My mum had taken me to Oxford University to see where I would be going. So I was in no doubt. They thought of me as a genius. There was a heap of expectations sitting on my shoulders. That did me no favours. They had nothing to compare to. They did not come from an academic background. All I felt was the pressure.

This 11+ exam was the first test. I could not let them down.

It was a day of fog.

There were only four of us taking the exam in my school. It was a tiny school. It was deemed too small to conduct the exam so we were shipped out to the local Primary School.

It started badly. The fog was so dense that I became lost going to the toilet in the outside loos. The school seemed enormous compared to my little place. I felt as if I was lost in some fearful mist and on my own.

With beating heart I finally found my way to the right room. I remember the lecture we were given. We had to fill in the answers in pencil. We were not allowed biro because the answers might disappear. I remember being bemused and frightened by this. I had never known any of my writing to fade away like invisible ink. It sounded like magic. What if my answers all disappeared?

We were given our sheets and a pencil and told how long it was to last. I was frightened but determined to give it my best. I started carefully working my way through the paper. I double checked my answers. I hadn’t seen anything quite like this exam before. In a flash I was told to stop writing. I had not reached the end.

My whole future had been decided. I was ten years old and lost in the fog.